Goals & Objectives
- Student will locate and select textual information to complete graphic organizers on the Civil Rights Supreme Court Cases
- Students will prioritize and distinguish which information from the text is most important about each Civil Rights Supreme Court Case
- Students will combine their research from readings and produce a timeline summarizing the important data on the Civil Rights Supreme Court Cases
- Students will understand the significance and limitations that the Supreme Court rulings had on the Civil Rights Movement.
California State Standards & Common Core Standards
11.10.2 Examine and analysis the key events, policies, and court cases in the evolution of civil rights, including Dred Scot v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
RH 11-12.2 Determine the central ideas or information of a primary or secondary source, provide an accurate summary that makes clear the relationships among the key details and ideas.
RST 11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
RST 11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
WHST 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RH 11-12.2 Determine the central ideas or information of a primary or secondary source, provide an accurate summary that makes clear the relationships among the key details and ideas.
RST 11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
RST 11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
WHST 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Lesson Introduction
Day 1: Teacher will have students create a Vocabulary Study Foldable. (Students will fold paper in half like a hotdog; open the paper and every three lines students will cut to the fold. Students will again fold paper and write down the vocabulary words they will see in their reading, they will open the paper and write what they think the word means.) after students have used their prior knowledge to complete the foldable, the teacher will go over the words to make sure students understand the meanings.
Day 2: Teacher will show students a political cartoon on the Brown v. Board of Education cases. Students will have a few minutes to think about the cartoon (analyzing what the chain really symbolizes, what do the hand represent in the cartoon, and what is this saying about the freedom of integrated schools.) They will do a pair share with the student sitting next to them and then the teacher will have a short class discussion on the cartoon
Day 2: Teacher will show students a political cartoon on the Brown v. Board of Education cases. Students will have a few minutes to think about the cartoon (analyzing what the chain really symbolizes, what do the hand represent in the cartoon, and what is this saying about the freedom of integrated schools.) They will do a pair share with the student sitting next to them and then the teacher will have a short class discussion on the cartoon
Vocabulary
The students will make a vocabulary study foldable at the beginning of this lesson. The students will first use prior knowledge to fill out the foldable, then the teacher will go over the meanings of the words students seem to need more clarity before the lesson begins. The word/terms for the foldable are: Segregation (desegregation), Supreme Court, Constitutional, de facto, Equal Protection, Unanimous, Integrated, Precedent, and Appeal.
During the pre-reading activity the teacher will go over the following words to make sure students understand their meaning in the context they will be used. The words/terms to be examined during pre-reading are: Civil Rights, Movement, Board of Education, Manifesto, Judicial Power, Boycott, and Legislation.
The student may have to learn the following words thorough their reading and the teacher will be available to answer any questions on words found in text while students are reading the assignment in class. The words that may need clarifying are: Separate-but-equal, Jim Crow Laws, facilities, admission, violated, and quota.
During the pre-reading activity the teacher will go over the following words to make sure students understand their meaning in the context they will be used. The words/terms to be examined during pre-reading are: Civil Rights, Movement, Board of Education, Manifesto, Judicial Power, Boycott, and Legislation.
The student may have to learn the following words thorough their reading and the teacher will be available to answer any questions on words found in text while students are reading the assignment in class. The words that may need clarifying are: Separate-but-equal, Jim Crow Laws, facilities, admission, violated, and quota.
Content Delivery
Day 1: The teacher will do a pre-reading of the chapter section The Movements Begin by reading the headings and subheadings with the students. The teacher will ask student what words mean and engage students’ prior knowledge by asking what the students already know about this topic. The teacher will make sure that students understand the setting of the content in the chapter and create anticipation of what they will be learning in the reading.
The teacher will distribute the graphic organizers and a few supplementary readings and go over the sample of how they should be filled out. The teacher will present the information that was included in the sample and what the graphic organizer is asking them to find while reading. The teacher will explain what their digital timeline assignment requirement by reviewing the rubric. The teacher will show them a sample of a finished digital timeline which they will have to create.
As the students read the chapter section the teacher will hand out a few supplemental readings for the cases mentioned in the chapter. As the students are reading and completing the graphic organizer, the teacher will observe students work and ask scaffolding questions to assist them in identifying the important information in the text.
Day 2: The teacher will have stations around the room with supplementary readings for the other cases needed for their digital timeline assignment. The teacher will put students in small groups of three to four for them to do the supplementary readings. As the students are working as groups to fill out their graphic organizers, the teacher will observe the students and ask scaffolding questions to help students distinguish which information is vital in the readings. The teacher will keep track of the time spent at each section to ensure that each group gets equal opportunity to read the supplementary readings
The teacher will distribute the graphic organizers and a few supplementary readings and go over the sample of how they should be filled out. The teacher will present the information that was included in the sample and what the graphic organizer is asking them to find while reading. The teacher will explain what their digital timeline assignment requirement by reviewing the rubric. The teacher will show them a sample of a finished digital timeline which they will have to create.
As the students read the chapter section the teacher will hand out a few supplemental readings for the cases mentioned in the chapter. As the students are reading and completing the graphic organizer, the teacher will observe students work and ask scaffolding questions to assist them in identifying the important information in the text.
Day 2: The teacher will have stations around the room with supplementary readings for the other cases needed for their digital timeline assignment. The teacher will put students in small groups of three to four for them to do the supplementary readings. As the students are working as groups to fill out their graphic organizers, the teacher will observe the students and ask scaffolding questions to help students distinguish which information is vital in the readings. The teacher will keep track of the time spent at each section to ensure that each group gets equal opportunity to read the supplementary readings
Civil Rights Supreme Court Cases on Dipity.
Student Engagement
Day 1: Students will participate in the pre-reading by answering questions and giving the teacher prior knowledge of the subjects in the chapter. Students will observe the requirements and sample of their assignment. They will also be able to ask any questions on what they will be required to do for the assignment.
The students will work individually on the reading of the chapter and fill out the graphic organizer for the readings. Students will be responsible to find the date and participants of each case, they will need to identify the issue that was brought to court and the courts ruling, and then they will have to evaluate the effects of the ruling on American society.
Day 2: Students will work in groups to read and decipher which information for the readings is needed to complete the graphic organizer. If their group finishes at their reading station early they will be able to discuss the information they found important during yesterdays class reading and help those that may have had difficulty distinguishing which information was important.
Students will use their completed graphic organizer to summaries the court cases into a digital timeline for homework.
The students will work individually on the reading of the chapter and fill out the graphic organizer for the readings. Students will be responsible to find the date and participants of each case, they will need to identify the issue that was brought to court and the courts ruling, and then they will have to evaluate the effects of the ruling on American society.
Day 2: Students will work in groups to read and decipher which information for the readings is needed to complete the graphic organizer. If their group finishes at their reading station early they will be able to discuss the information they found important during yesterdays class reading and help those that may have had difficulty distinguishing which information was important.
Students will use their completed graphic organizer to summaries the court cases into a digital timeline for homework.
Lesson Closure
Day 1: Human Timeline activity: The students will be put into groups of five students. The teacher will give each student in the group an index card with information on a case they read about in class that day. The students in each group will place themselves in a line in order of when the case took place. The teacher will then ask a student standing first in their line which case they have, and then she will proceed to another group and ask the student second in line which case do you have, and so on until all the cases have all been mentioned.
Day 2: The teacher will have the quote by Pres. Eisenhower, “I don’t believe you can change the hearts of men with laws and (court) decisions.” on the board. The students will do a quick write using the information they read about in the lesson to evaluate if the Supreme Court’s ruling on desegregating education had the power to affect change or if they are limited by their lack of ability to enforce their rulings on the people. They will then answer the following question using their personal experiences and knowledge; does the Supreme Court have power to affect change today or are they still lacking the power to enforce their rulings?
Day 2: The teacher will have the quote by Pres. Eisenhower, “I don’t believe you can change the hearts of men with laws and (court) decisions.” on the board. The students will do a quick write using the information they read about in the lesson to evaluate if the Supreme Court’s ruling on desegregating education had the power to affect change or if they are limited by their lack of ability to enforce their rulings on the people. They will then answer the following question using their personal experiences and knowledge; does the Supreme Court have power to affect change today or are they still lacking the power to enforce their rulings?
Assessment
Entry Level: Vocabulary Study Foldable will assess the students’ prior knowledge on the terms which they will need to understand to be able to comprehend the reading for this lesson. This will give the teacher knowledge on which words will need to be explained and if needed given examples to help further language development.
Formative: As students are reading and completing the graphic note organizer, the teacher will check on individual students work as she walks around the room. She will be able to observe if students are able to distinguish which information in the reading is important, and she will be able to scaffold the reading process by asking students questions to help them find the information that is important to relate to the events of the Civil Rights Movement.
Formative: Human Timeline will assess if students are developing an understanding of the sequence of events in regards to civil rights court cases.
Formative: While students are pair sharing their ideas on the Political Cartoon of Brown v. Board of Education she will be able to observe is student understood the difficulty that gaining equality in education took during the Civil Right Movement. She will also be able to see their perspective on the cartoon during the class discussion and further develop their understanding of the implications this court ruling for public education.
Summative: The teacher will use the digital timelines to assess if the students were able to distinguish between important information in the text and their ability to consolidate it into a short written synopsis.
Summative: The teacher will use the quick writes to assess the students understanding of how the Supreme Court affect American Society and the laws our country and states. This will help the teacher assess if the students were able to see the difficulty of changing society and if the students were able to connect the information from the lesson to life today.
Formative: As students are reading and completing the graphic note organizer, the teacher will check on individual students work as she walks around the room. She will be able to observe if students are able to distinguish which information in the reading is important, and she will be able to scaffold the reading process by asking students questions to help them find the information that is important to relate to the events of the Civil Rights Movement.
Formative: Human Timeline will assess if students are developing an understanding of the sequence of events in regards to civil rights court cases.
Formative: While students are pair sharing their ideas on the Political Cartoon of Brown v. Board of Education she will be able to observe is student understood the difficulty that gaining equality in education took during the Civil Right Movement. She will also be able to see their perspective on the cartoon during the class discussion and further develop their understanding of the implications this court ruling for public education.
Summative: The teacher will use the digital timelines to assess if the students were able to distinguish between important information in the text and their ability to consolidate it into a short written synopsis.
Summative: The teacher will use the quick writes to assess the students understanding of how the Supreme Court affect American Society and the laws our country and states. This will help the teacher assess if the students were able to see the difficulty of changing society and if the students were able to connect the information from the lesson to life today.
Accommodations for English Learners, striving Readers, and Students with Special Needs
The teacher will allow English Learners to use a translation device or dictionary to help them in their reading of the text. The teacher will also give English Learners and Striving Readers an extra definition sheet with the definitions of more common words they may not know with visuals and sample sentences. Furthermore, on day two the student will be working in groups which will give English Learners, Striving Readers, and Student with special needs help to understand the supplemental reading and differential what information is important to understand. If students need different supplemental readings for their reading level those will be provided to the students. Other accommodations will be made based on individual students needs.
Lessons Resources
Textbook: The American Vision: Colonies to Modern Era Chapter 29, Section 1.